![School exterior](/sites/default/files/styles/top_attachment_size/public/2024-08/mp-8-21-24.jpg?itok=EmgRMneQ)
The complicated interplay between race, poverty, and schooling
Fordham’s new study by Paul L. Morgan and Eric Hengyu Hu, "Explaining Achievement Gaps: The Role of Socioeconomic Factors," raises as many questions as it answers. Among them: How can we explain the different patterns for the Black-White achievement gap for reading, on the one hand, and math and science, on the other? Why does SES explain so much more of the Hispanic-White gap than the Black-White gap? And what’s the role of family structure in explaining the Black-White and Hispanic-White gaps?
Michael J. Petrilli 8.22.2024
NationalFlypaper
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Early Achievers Losing Ground, Study Finds
12.31.1969
NationalBlog
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Reform Can Move on Without a Hitch
12.31.1969
NationalBlog
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A Very Quiet Yearning
12.31.1969
NationalBlog
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10 Big Issues for ESEA
12.31.1969
NationalBlog
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Top Students Lose Steam Under No Child Left Behind, Study Finds
12.31.1969
NationalBlog
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School Reformers Mull Meaning of Rhee's Departure
12.31.1969
NationalBlog
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Education Notes: Survey shows superintendents want greater control
12.31.1969
NationalBlog
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Fordham???s Blueprint For ReWriting No Child Left Behind
12.31.1969
NationalBlog
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High-Achieving Students Often Lose Momentum, Fordham Study Shows
12.31.1969
NationalBlog
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Education Overhaul Loses Key Player
12.31.1969
NationalBlog
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Senate Bill 5 could drastically change landscape for teachers, school districts
12.31.1969
NationalBlog
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Should Congress Tie Title I Aid to Common Standards, Tests?
12.31.1969
NationalBlog